Compétences numériques des instituteurs et suivi pédagogique des élèves dans l’arrondissement de Yaoundé VI

Abstract

This thesis is set within the context of the digital transformation of the education sector in Cameroon, where the integration of information and communication technologies (ICT) is seen as a strategic lever to improve the quality of primary education and address new pedagogical challenges. Faced with national efforts to reduce the digital divide and embed digital skills in teacher training, the central research question examines the actual influence of primary school teachers’ digital competencies on the pedagogical monitoring of pupils. The main objective is to analyze how the level of digital skills among primary school teachers shapes the quality and effectiveness of pedagogical monitoring. More specifically, the study seeks to identify the benefits of digital monitoring, the importance of ongoing professional development, and the obstacles teachers encounter in leveraging ICT. A mixed-methods approach was adopted: a questionnaire was administered to 49 teachers to assess practices, skills, and perceptions, while semi-structured interviews with school principals and parents provided complementary insights into institutional and family dynamics. The results show that the use of digital tools in pedagogical monitoring is increasing, fostering individualized follow-up, improved communication with families, and greater student motivation. However, this development is hindered by a lack of ongoing training, limited access to appropriate digital tools, and insufficient technical support. A clear correlation is observed between teachers’ digital skills and the transformation of monitoring practices. In conclusion, the thesis recommends strengthening teachers’ digital and pedagogical training, improving digital infrastructure, and promoting collaborative approaches among educational stakeholders to ensure sustainable digital integration in support of student achievement.